ERIC ED444015: Making Connections: K-8 Worksite Learning Activity Packet.

53 Pages·2000·0.84 MB·English

by  ERIC

DOCUMENT RESUME
CE 080 584
ED 444 015
Graver, Amy
AUTHOR
Making Connections: K-8 Worksite Learning Activity Packet.
TITLE
Ohio State Univ., Columbus. Center on Education and Training
INSTITUTION
for Employment.
Ohio State Dept. of Education, Columbus. Div. of
SPONS AGENCY
Career-Technical and Adult Education.; Department of
Education, Washington, DC.
2000-00-00
PUB DATE
54p.; This publication is based on work sponsored by the
NOTE
U.S. Department of Education under Public Law 101-392, the
Carl D. Perkins Vocational Education and Appliad Technology
Act Amendments of 1990, section CFDA No. 84-248,
Demonstration Projects for the Integration of Vocational and
Academic Learning Programs. The project was administered
through the Ohio Department of Education, Division of
Vocational and Adult Education.
Publications, Center on Education and Training for
AVAILABLE FROM
Employment, 1900 Kenny Road, Columbus, OH 43210-1090, Tel:
800-848-4815, ext. 24277, Fax: [phone], Web site:
http://www.cete.org/products (TWEX K-8, $4.50).
Non-Classroom
Guides - Classroom - Learner (051) -- Guides
PUB TYPE
(055)
MF01/PC03 Plus-Postage.
EDRS PRICE
*Career Choice; Career Education; *Career Exploration;
DESCRIPTORS
*Daily Living Skills; Elementary Education; Employment
Interviews; Entrepreneurship; Goal Orientation;
Instructional Materials; *Job Application; Job Search
Methods; Learning Activities; Money Management; *Multiple
Intelligences; Parent School Relationship; Parents as
Teachers; Portfolios (Background Materials); *Self
Evaluation (Individuals); Time Management
ABSTRACT
This learning activity packet provides parent-guided
experiences for the child in kindergarten through eighth grade as he or she
explores his or her abilities and the skills necessary for any career.
Section 1, "Self Assessment of Interests," consists of eight exercises that
will help the child explore himself or herself. Titles include "My Favorite
Things," "Autobiography Timeline," "About Me Book," "The Me I Want to Be,"
"Personality Crest," and "Portfolios." Section 2, "Multiple Intelligences and
Career Choices," has three parts. "Discovering Multiple Intelligences"
is an
explores the intelligence types. "Reflecting on Multiple Intelligences"
activity that summarizes the child's findings in part 1. "Multiple
Intelligences Portfolio" provides an outline to make a portfolio that
includes a sample of each intelligence. Section 3, "Exploring the Future,"
offers activities to help the child explore possible future endeavors.
Entrepreneurial activities provide opportunities to plan and run simple small
businesses. Interviewing activities give the child a chance to learn more
about possible career choices. The final activities guide the child in
locating and applying for a job. Section 4, "Life Skills," introduces goal
setting and financial and time management. (YLB)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Making
Connections:
K-8 Worksite Learning
Activity Packet
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDU ATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
0 Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
Center on Education and Training for Employment
College of Education
The Ohio State University
1900 Kenny Road
Columbus, Ohio 43210-1090
2
HU COIPY MAUMEE
Acknowledgments
Professional Staff:
This guidebook is the product of many
people who committed their time and talents
Amy Graver, Author
to help make it a useful resource for parents
Virginia Cook, Editor
wishing to help their child achieve self
knowledge and skills necessary for a
Project Leaders:
successful life.
Deborah Bingham Catri, Ph.D.,
Senior Associate Director
Dot Keil, Project Coordinator
Rebecca Parker, Project Coordinator
Barbara Reardon, Project Coordinator
Ohio
As an equal opportunity employer and services provider, it is the policy of the U.S. Department of Education, the
Department of Education. and The Ohio State University and supporting agencies that educational activities,
employment practices, programs and services are offered without regard to race, color, national origin, sex, religion,
disability, or age in employment or the provision of services.
the
This publication is based on work sponsored by the U.S. Department of Education under Public Law 101-392,
No. 84.248,
Carl D. Perkins Vocational Education and Applied Technology Act Amendments of 1990, section CFDA
Demonstration Projects for the Integration of Vocational and Academic Learning Programs. The project was
The content
administered through the Ohio Department of Education, Division of Vocational and Adult Education.
does not necessarily reflect the views of the Department or any other agency in the U.S. government.
© Copyright 2000. Center on Education and Training for Employment, The Ohio State University.
Work SITE Learning Model
Ohio's Work SITE Learning Plan
Work-Based
School-Based
Learning
Connecting
Learning
Component
Component
Component
teacher
applied
student internships
externships
methodologies
presen'ice /inservice
team teaching
Ohio's Work SITE Learning Model is the product of a national
demonstration project for the integration of academic and
vocational learning, funded by the U.S. Department of
Education. The model comprises three components. Help in
replicating each of these components is provided through five
implementation guides developed as part of this project:
Connecting Component: To help ensure that teachers are
prepared to serve as a link between the workplace and the
school setting, teams of academic and vocational teachers
should participate in short-term worksite externships
focusing on the use of academics on the job. Those wishing
to create teacher externship experiences can get assistance
from Helping Teachers Connect Academics to the Workplace:
An Implementation Guide for Teacher Worksite Externships.
School-Based Learning Component: Following the
externship experiences, teams have a more-solid basis for
developing activities for the classroom and laboratory that
require the use of academics within an authentic workplace
context. Vocational teachers can also collaborate with
academic teachers in incorporating into applied academic
classrooms the concrete, hands-on methodologies that have
proved so successful with the vocational student population.
Help in developing applied academic activities can be found
in Making Connections: A Curriculum Ideabook for Teachers
of Applied Academics and Industrial & Engineering Systems
and Making Connections: A Curriculum Ideabook for
Teachers of Applied Academics and Business & Management.
BEST COPY AVAILABLE
Work-based Learning Component: To reinforce for
These guides are available
students the fact that academic skills are critical to success in
from the Center on
= --theworkplace-- and are -highly-valued-by-employers
Education and Training
students, too, need to spend time in the workplace, focusing
for Employment at The
on the use of academics on the job. Helping Students Connect
Ohio State University. The
Academics to the Workplace: An Implementation Guide for
sales office is located at
Student Worksite Learning Experiences is designed to help
1900 Kenny Road,
schools develop student worksite learning experiences.
Columbus, Ohio 43210;
Businesses wishing to conduct worksite learning experiences
Phone [phone] or
for students will find The Worksite Mentoring Guidebook of
[phone], ext. 2-4277
value. A Parent's Guide to Student Worksite Learning
Fax [phone]
Experiences will help parents better understand their role in
www.cete.org/products
assisting and directing their child to maximize the benefits of
student worksite learning experiences.
Work based learning can take place even before a child is ready
to spend time in the workplace. The K-8 Worksite Learning
Activity Packet provides parent-guided experiences for the child
in kindergarten through eighth grade as he or she explores his
or her abilities and the skills necessary for any career.
The following improvements may result from these efforts to
connect school and work:
Teaching team members often become more united,
enhancing their abilities to jointly assess how academics
are
applied to a given occupation.
Teaching team members are more likely to collaborate in
planning, preparing and delivering academics that are
integrated with occupationally specific education.
Teaching team members are better prepared to structure
meaningful student worksite learning experiences for their
students.
Students who have participated in student worksite learning
experiences are more likely to understand the connection
between academic and vocational studiesbecause they have
seen it in practice in the workplace.
Mentors will lay a solid foundation through planning to insure
a quality student worksite learning experience.
Parents help their child gain self-knowledge and begin to
develop the skills necessary for setting and achieving
career goals.
Parents play an important role in supporting their child's
participation in worksite learning experiences.
11
5
About this Activity Packet
Finding a fulfilling vocation is a difficult task. This book is
designed to assist children in discovering their natural interests,
explore careers, and begin to develop skills that will be of use
throughout life.
The activities in this book are meant to be a starting place for
discussion and discovery. Adults should participate with
children by sharing experiences and thoughts.
Before presenting an activity, read it thoroughly to make sure
you understand its direction and purpose. Tailor the activities
as needed. Gather any supplies (paper, pencils, crayons, etc.)
needed for the activity. Pick a time when there will be few
interruptions. Be flexible and responsive to children's mood
and readiness to participate. This should be a pleasurable
time together.
After the activity or work session is completed, spend a little
time to evaluate the experience. Insights gained will make the
next experience more rewarding.
To explore a subject in more depth, use the resources of
the Internet, your local library, other public institutions, and
your friends.
V
Contents
About This Activity Packet
iii
Section One: Self Assessment of Interests
Introduction
1
My Favorite Things
2
Autobiography Timeline
2
About Me Book
3
The Me I Want To Be
5
Personality Crest
6
Portfolios
8
Section Two: Multiple Intelligences and Career Choices
Introduction
11
Discovering Multiple Intelligences
12
Reflecting on Multiple Intelligences
20
Multiple Intelligences Portfolio
21
Section Three: Exploring the Future
Introduction
23
Be an Entrepreneur
24
The Interview
27
Who Am I?
30
Going on a Job Hunt
32
Job Application
33
Checking Things Out
34
Write a Resume
35
Section Four: Life Skills
Introduction
37
Goal Setting
38
Financial Management
38
Time Management
41
Bibliography
45
7
iv
Section One:
Self Assessment
of Interests
Introduction
Self assessment, looking at one's natural
tool to a rewarding career that fits and enhances
interests and strengths, is an important tool
the personality of the individual. It also teaches
when guiding a child toward a career path.
the child to take responsibility for choices made
Many adults have not taken the time to look
in planning the future. The following exercises
within themselves and, as a result, find
will help the child explore himself. After a
themselves in unhappy work settings and
person truly knows his interests and talents,
frequent career changes. Self assessment is a
career direction is much more clear.
8
My Favorite Things
Make a collage of your favorite things. Cut pictures from
magazines and newspapers. Glue on construction paper. Share
finished collage with friends, teachers and parents. Explain
why you have chosen each picture and explore what careers are
associated with your choices. For example: If you like to travel,
you could enjoy working on airlines or cruise ships or as a
travel agent.
Autobiography Timeline
Make a timeline using a large piece of white construction
paper
folded into fourths. After folding, draw with marker
on folds to
make four boxes. In the first box illustrate
a picture of yourself
participating in a school or work activity
you enjoy doing. On
the back of the box, write what it is and why it
was your choice.
In the next box illustrate yourself as
a teenager at work. Think
about what kind of job you would like to have when
you are in
high school. On the back of the box, write why it
was your
choice. In the third box illustrate what
you plan to do after high
school to prepare yourself for the working world. Write about
your plans on the reverse side of the box. In the fourth box
illustrate yourself as a grown up working in
your chosen career.
On the back of this box, explain why this
career appeals to you.
Write the story of your life. Begin with
your birth and
continue until present day. Make sure
you include important
milestones and events. Tell about your likes and dislikes. Give
details about schooling. End with your dreams for the future
including education and career plans. Make
a timeline of
events beginning with your birth. Extend timeline into the
future to show the steps you need to complete in order
to
achieve your career goals.
9
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